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International Journal of English and Applied Linguistics (IJEAL)
Published by Information Technology and Science
ISSN : -     EISSN : 27979482     DOI : https://doi.org/10.47709/ijeal.v1i1.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Aim and Scope International Journal of English and Applied Linguistic (IJEAL) is an International Journal that is published three times a year, namely in April, August, and December. IJEAL publishes manuscripts within the fields of: 1. English Language Teaching and Learning 2. Linguistics and Applied linguistics 3. English Literature 4. English for Specific Purposes (ESP) 5. English for Academic Purposes (EAP)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 274 Documents
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Evaluative Meaning in AI-Generated Opinion Texts about Indonesia's DPR Ma, Cynthia; Siagian, Theofani Leonita; Sibarani, Lydia Permata Sari; Fadhlillah, Rafi Isham; Rangkuti, Rahmadsyah
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7087

Abstract

Artificial intelligence has become increasingly capable of producing journalism texts, raising questions about how it constructs evaluative meaning. This study explores how AI systems express attitudes toward the Indonesian House of Representatives in opinion pieces written in response to recent socio-political events. Using the Attitude subsystem of Martin and White’s Appraisal Theory, the research focuses on identifying Affect, Judgment, and Appreciation in AI-generated texts. The data were collected from three popular AI platforms, namely ChatGPT, Gemini, and Perplexity, through structured prompts designed to elicit critical opinions. The findings reveal that while AI can articulate evaluations coherently, its expressions are dominated by judgment and appreciation rather than affect, showing limited emotional engagement. This suggests that AI primarily reproduces socially acceptable evaluative patterns rather than genuine feelings.
Reading Comprehension as Critical Practice: Empowering Students through CDA Based Learning Baihaqi, Baihaqi; Suhadi, Jumino; Pratiwy, Devi
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7164

Abstract

This study aimed to empower students reading comprehension at MTs MIM Langsa through CDA based learning. Teaching reading should not merely focus on sentence structure and memorizing new vocabulary items. Teachers should encourage students to read through the content. CDA based learning in critical practice to reading comprehension Will empower students skill in reading practice. The method used is quantitative research by applying questionnaire and interview with the respondents. The participants consisted 20 students  from eighth-grade students selected as primary source of data from which the researcher observed their difficulties and the factors of causing the students difficulties in reading comprehension. The result find 12 students (60%) face dificulty in reading comprehension, 7 students (35%) obtains difficulty in identifying main idea, 14 students (70%) face difficulty in making inferences, 8 students (40%) face difficulty in identifying supporting details and 9 students faces dificulty in understanding correct vocabulary. It was concluded that CDA based learning empower students comprehension and make the students read based on the discourse aspects: social,  discursive and textual, hopefully can help the students as readers enjoying their reading and make reading as a habit.
Puns: The Functions and Translation Strategies in The Hidden Oracle Novel by Rick Riordan Amadeus, Josephine Sebastiana; Kurniati, Nur Utami Sari’at; Widodo, Jordy Satria
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7170

Abstract

Pun is a type of figure of speech that manipulates sound or meaning. In narrative discourse, pun serves not only as humor but also establishes thematic coherence as well as poetic and dramatic effects. Consequently, the use of puns poses a challenge in translation, as it involves different linguistic features and cultural references. This study examined the functions and translation strategies of puns in The Hidden Oracle novel by Rick Riordan. An author, particularly in children’s and young adult (YA), renowned for integrating puns and intertextuality with Greek and Roman mythology in his works. This research employed Delabastita’s (1993, 1996) theories to examine the strategies of pun translation. Additionally, a synthesis of Delabastita’s (1993) and Harding’s (2017) theories was applied to analyze the functions of puns. Using the descriptive qualitative method, this article compares the source text and the target text to explore how the pun is preserved, shifted, or lost, as well as its impact on its function. Of the 31 data, 17 of them serve to add thematic coherence and humor simultaneously. In its translation, however, over half of the puns are not preserved but rendered through non-puns, related rhetorical devices, and many more. These findings show that the translation of The Hidden Oracle novel tends to prioritize rendering the main message over style. Thus, establishing that the interconnected aspects of the functions of puns in their translation influence the translated novel’s overall coherence and narrative effects, such as humor, tension and attention, and taboo.
Framing Power and Ideology: A Critical Discourse Analysis of Elon Musk’s Town Hall Speech Siregar, Ahmad Mulia Panigoran; Rahman, Fadhlur
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7195

Abstract

This study examines how language constructs power and ideology in Elon Musk’s Town Hall Speech in Pennsylvania through Fairclough’s (2010) three-dimensional model of Critical Discourse Analysis (CDA). The analysis investigates how linguistic features and rhetorical strategies function to legitimize technopopulism, a discourse that merges technocratic authority with populist appeal. Drawing on the full transcript of the speech, data were analyzed across textual, discursive, and sociocultural dimensions. The findings reveal that Musk’s discourse combines emotional populism with rational technocracy. At the textual level, metaphors, inclusive pronouns, and crisis framing generate collective urgency and moral unity. Through digital mediation on X (formerly Twitter), the speech evolves from a local communicative act into a global ideological performance. At the sociocultural level, Musk’s rhetoric naturalizes neoliberal and technocratic values such as efficiency and deregulation, framing them as moral imperatives. The study concludes that Musk’s language conceals domination behind narratives of innovation and progress, exemplifying how technopopulism legitimizes authority in digital capitalism. This research contributes to CDA scholarship by demonstrating that technological discourse not only reflects but actively shapes power relations and ideological formations in contemporary political communication.
Pragmatic Interpretations of Idiomatic Phrases in Mitski’s Lyricism Ramadhan, Kevin Bintang; Riansyah, Jevera Edni
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7198

Abstract

This study examines the use of idiomatic phrases in Mitski’s selected song lyrics to explore their types, meanings, and pragmatic interpretations. Using a descriptive qualitative approach, ten songs were analyzed: I Bet on Losing Dogs, I Don’t Like My Mind, Bag of Bones, Working for the Knife, I’m Your Man, Fireworks, Stay Soft, My Love Mine All Mine, Washing Machine Heart, and Lonesome Love. Based on Fernando’s framework, three types of idioms were identified: pure idioms, semi-idioms, and literal idioms. The findings indicate that literal idioms are the most dominant, appearing six times, followed by five semi-idioms and four pure idioms. These idioms serve not only as linguistic features but also as representations of Mitski’s emotional depth and psychological expression. Pragmatically, idioms in Mitski’s lyrics convey themes of vulnerability, self-reflection, and inner conflict that extend beyond their literal meaning. This study concludes that these idiomatic expressions function as both artistic and pragmatic tools, enabling the communication of layered emotions and highlighting the complex interplay between language, context, and human experience.
Examining the Narrative Structure and Function of The Story of Tobias and Sarah: A Labovian Approach Saputra, Yongki; Sulastri, Tetet; Fairuz, Fairuz
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7220

Abstract

In the study of modern linguistics, narrative theory offers a way to understand how language organizes human experience into meaningful discourse. One of the most influential models is Labov's Natural Narrative Model theory (Labov & Waletzky, 1967), which explains that each narrative consists of six main components that function socially and communicatively. The story of Tobias and Sarah's marriage in the Book of Tobit (Tobit 7–11) is interesting to study because it contains a complete story structure and is full of faith and moral values. This study aims to analyze the structure and narrative function of the story of Tobias and Sarah based on Labov's narrative model, as well as explain how linguistic forms support the delivery of theological messages in texts. This study uses a descriptive-qualitative approach with a narrative analysis method. The data were taken from the text of the Book of Tobit, which is one of the parts of the Deuteronomic Bible, and were analyzed based on the six components of Labov's narrative: abstract, orientation, complicating action, evaluation, resolution, and coda. The analysis shows that the story of Tobias and Sara has a complete narrative structure with two dominant stages, namely, complicating action and resolution. The evaluation stage occupies a central position because it affirms theological meaning through prayer and confession of faith. The application of Labov's theory proves that narrative structure functions not only as an arrangement of events but also as a linguistic medium that expresses the values of faith, morality, and divine inclusion in human life.
The Semiotics of Cultural Commodification: Repackaging The English Afternoon Tea Tradition For Modern Tourism Maryam, Evin; Budiwaty, Suci
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7289

Abstract

In the digital era, cultural traditions are often reinterpreted and commodified through modern marketing platforms. The English Afternoon Tea tradition, once associated with aristocratic leisure and social refinement, has been transformed into a lifestyle attraction promoted through tourism and culinary branding. This study investigates how the commodification of the English Afternoon Tea tradition is represented semiotically in Brigit’s Bakery’s Instagram content. It aims to reveal how the brand redefines traditional English cultural values to appeal to modern audiences and global tourism markets. Employing Charles Sanders Peirce’s semiotic framework, this qualitative research analyzes selected visual and textual materials from Brigit’s Bakery’s official Instagram account. The analysis focuses on the triadic relations of signs—icon, index, and symbol—to uncover how cultural meanings of Afternoon Tea are transformed into attractive and marketable representations. The findings show that Brigit’s Bakery recontextualizes Afternoon Tea through visual nostalgia, elegant minimalism, and symbolic reinterpretation. The process transforms a cultural ritual of tradition and intimacy into a consumable experience emphasizing aesthetics, modern comfort, and tourism appeal. The commodification of Afternoon Tea in Brigit’s Bakery’s digital marketing illustrates a negotiation between authenticity and consumerism. Through semiotic transformation, English classical culture is preserved in form but adapted in meaning to suit modern lifestyle and tourism narratives.
An Analysis of Students Learning Style in Enhancing English Vocabulary in The Digital Era Islam, Raudhatul; Musdalifah; Rizqiyah, Nur Vina
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7300

Abstract

The research followed a descriptive framework to examine how Generation Z learns vocabulary, particularly focusing on their everyday vocabulary learning styles in the context of the current digital age. Hence, a qualitative approach was chosen for this study. The research subjects here are Generation Z, specifically seventh-semester students of the English Education Department at Zainul Hasan Genggong Islamic University. The instruments used in this study such as observation, interviews, and documentation. The reseult of this research showed the learning styles of Generation Z students in acquiring English vocabulary are significantly influenced by the use of digital technology. The dominant learning style is a combination of visual, auditory, and kinesthetic approaches, all of which are supported by various digital platforms and applications. Students demonstrate a strong interest in visual and audio-based learning media, such as images, videos, and sounds, which are available through applications like Vocabulary.com and Duolingo, as well as platforms such as YouTube, Tik Tok, and Instagram. This indicates a preference for an audio-visual learning style.
Exploring Teachers’ Challenges and Strategies Teaching English Speaking Skills in Religious Bilingual High Schools Masumah, Fithriyatul; Alief Noor Farida
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7314

Abstract

This study investigates how English teachers navigate the complexities of developing students’ speaking proficiency in bilingual classes within a religious senior high school context. Using a qualitative case study approach, data were collected through semi-structured interview, classroom observations, and document analysis to obtain an in-depth understanding of teachers’ strategies and challenges. The findings reveal that teachers employ effective, cognitive, and technological strategies to foster students’ confidence in speaking English. However, they have persistent challenges including constraint time, language barriers, low motivation and confidence, and classroom dynamics. The study also highlights how teachers overcome the challenges by integrating song and technology, providing explicit scaffolding, and creating a psychologically safe environment. These findings emphasize the need for professional development programs that can address challenges and integrate innovative teaching approaches.
Students’ Perceptions of Ai-Assisted Feedback in Speaking Practice of Higher Education Students Rizal, Rizka Patrika
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7290

Abstract

The integration of Artificial Intelligence (AI) in language education has transformed how students receive and engage with feedback, particularly in developing speaking proficiency. This study explores university students’ perceptions of AI-assisted feedback in English-speaking practice within an Indonesian higher education context. Using a qualitative descriptive design, data were collected from semi-structured interviews and reflective journals of 15 EFL students who regularly used AI-based tools such as ELSA Speak, SpeechAce, and ChatGPT Voice during speaking exercises. Thematic analysis revealed three major findings: (1) students perceived AI feedback as immediate, consistent, and helpful for improving pronunciation and fluency; (2) AI-based interaction enhanced learner autonomy and speaking confidence by providing a safe, nonjudgmental practice space; and (3) participants expressed skepticism toward the accuracy and communicative depth of AI-generated feedback, noting that it often neglected discourse and pragmatic aspects of speaking. Overall, students viewed AI-assisted feedback as a complementary pedagogical aid rather than a substitute for teacher evaluation. The findings underscore the importance of human–AI collaboration in language teaching, suggesting that AI tools are most effective when integrated with teacher mediation and reflective guidance. This study contributes to the growing body of literature on technology-enhanced speaking instruction and provides insights for educators seeking to implement AI tools responsibly and effectively in higher education contexts.

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